Strategy of Apple Brand free essay sample

When a firm decides to go international with their business they must face many competitive decisions. Two of the most important decisions a company will face are the pressures for cost reduction and pressures for local responsiveness. The pressure of cost reduction forces a firm to lower their value of the cost of creation. Firms can outsource to places where costs of their products are much cheaper or they can mass-produce a standardized product in one location. A firm must have the feeling of local representation. Every country has its own way of life. If a company does not adhere to each country’s differences in traditional business practices, distribution channels, and the demands from the host government, there will be no reason going international. Customers in different countries all hold to their own ways of doings things. It is important for a multinational firm to become aware of all traditions and rules in the countries of entry. We will write a custom essay sample on Strategy of Apple Brand or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There are four different strategies an international corporation can choose from. They are global standardization, localization, transnational and international. Each strategy leads to the deciding factor that firms will use to determine the amount of pressures for cost reduction and local responsiveness. Global standardization is used to increase profitability by obtaining cost reductions through economies of scale. A firm whom wants to pursue a low-cost strategy on a global scale will normally offer a product that can be mass-produced at a low cost. A localization strategy offers a product that is custom to the host country. The product satisfies the countries preferences and taste. The third strategy is transnational. It is used when the firm is faced with strong pressures for both reduction and localization. This strategy is hardly used when competitors are in the market because it is hard for a firm to please the local tastes and preferences of its customers at a low cost. The last strategy is international. This strategy is used when firms are confronted with low pressures for both cost reductions and local responsiveness. This strategy is scarcely used when competition enters the market. With each strategy, business can find which one works best for their organization. Companies will decide to go international depending on the country it chooses to enter and the amount of profit it can earn. In corporate strategy there are two types of diversification, linked and constrained. â€Å"Companies using linked diversification, enter new businesses when it relates in some way to another business they are already in but it does not necessarily have any connection to their other businesses. If they are using constrained diversification, they only enter a new business if it is based on their core resources or competencies. Companies based on linked diversification have little coherence to their overall corporate strategy, while companies using constrained diversification tend to be more focused. Constrained diversification allows companies to maximize the effect of their resources because they are shared (100). † Apple is a personal computer, hardware and software company, inherently leading to use constrained diversification because they utilize their competition and they share resources between businesses. For example iPods, iPads, iPhones, MacBooks and Apple TVs all run on the same operating system. This intends customers to link their music with laptops, TVs, cell phones and other Apple products. This allows for a more appealing product to the customer. Apple is saving money by sharing resources throughout their multinational business. The product of Apple has such a distinct business that competitors have not been able to match their techniques. Each electronic device is unique, allowing for them to be used anywhere in the world and each is different from any of its competitors. Apple’s goal for a mobile business is to be fundamentally innovated and differentiable. It does not concentrate on the size of its industry because it maintains strong profit margins that have high percentages in the industry’s profit share. Apple does not focus on the quantity of its products but the quality and relevance. â€Å". Peter Drucker wrote that â€Å"What makes the future happen is always a business’s embodiment of an idea of a different economy, a different technology, a different society. It need not be a big idea; but it must be one that differs from the norm of today†. This means defining what the devices are (e. . , a pocket-sized device, or a tablet-sized device), and what they do. Apple must do this through constant innovation. † Apple has secured itself as the industry innovator and a position of strength by constantly defining what their products are and what their products do. Since Apple is continuously redefining the industry, they do not need an overwhelming market share. Apple can dominate the market through their in telligence of inventing new electronics and the respect they have for their customers. Apple’s basic business model is to sell hardware; every other product, iTunes, Apps, operating systems, is to make their hardware more valuable. The main goal of this strategy is to maximize the value of the firm. Customers are willing to pay high prices to obtain products of high value and high quality. Within an international business setting, firms are competing to receive the highest profit against one another. Apple is competing at a differentiation strategy. They increase the attractiveness of their products, making the products stand out so customers will purchase their products over another. Apple’s strategic positioning choice is to have high valued electronics that all customers want. Apple products are unique compared to the rest of the world. This allows Apple to charge a higher price. Many people are willing to buy Apple products because they are well produced, have a high quality and are known as a luxury item to the customers of Apple. Apple’s main goal is to maximize all values for the firm. This includes increasing shareholder value in a legal, ethical and a socially responsible manner. Managers can increase the profitability of a firm by pursuing strategies that lower costs or by pursuing strategies that add value to the firm’s products. Managers can also increase the rate at which the firm’s profits grow over time by pursuing strategies to sell more products in existing markets or by pursuing strategies to enter new markets†. Apple is always looking at new ways to increase its value and shareholder profit. Our main strategy to increase profit is to add value, raise prices and to enter new markets.

Free Essays on Osama Bin Laden

Osama bin Laden : America’s #1 Terrorist Why do people resort to such violent acts as bombing, assassinations, and hi-jacking? How do individuals and organizations justify these acts of terror? These acts can be described as terrorist actions. Terrorism is a growing international problem. During the last twenty years, new terrorist groups have sprung up all over the world. Governments have had little success in their attempts to resolve issues in which terrorism is used. A major problem in discussing terrorism is establishing a generally accepted definition. Terrorism can be described as the unlawful use of fear or force to achieve certain political, economical, or social aims (Crenshaw 523). Because it is so hard to define, organizations like the United Nations have had great difficulty drawing up policies against terrorism. Within the recent century, the subject of terrorism has risen as a major problem for all major countries. The United States is a nation that is not exempt from terrorism but actually a key target for many terrorist groups. A single individual, a certain group, or even governments may commit terrorist actions. Most terrorists, unlike criminals, claim to be dedicated to higher causes, and do not believe in personal gain. The methods used in terrorism include threats, bombings, the destruction of property, kidnapping, the taking of hostages, executions, and assassinations (Crenshaw 523). There are many reasons why political groups attempt to bring about radical change through terrorism. People are often frustrated with their position in society. They may in some way feel persecuted or oppressed because or their race, religion, or they feel exploited by a government. Any group that uses terrorist actions have very complex and powerful reasons to engage in those activities. In 1957 a radical Muslim by the name of Osama bin Laden was born in Riyadh, Saudi Arabia. He ... Free Essays on Osama Bin Laden Free Essays on Osama Bin Laden Osama bin Laden : America’s #1 Terrorist Why do people resort to such violent acts as bombing, assassinations, and hi-jacking? How do individuals and organizations justify these acts of terror? These acts can be described as terrorist actions. Terrorism is a growing international problem. During the last twenty years, new terrorist groups have sprung up all over the world. Governments have had little success in their attempts to resolve issues in which terrorism is used. A major problem in discussing terrorism is establishing a generally accepted definition. Terrorism can be described as the unlawful use of fear or force to achieve certain political, economical, or social aims (Crenshaw 523). Because it is so hard to define, organizations like the United Nations have had great difficulty drawing up policies against terrorism. Within the recent century, the subject of terrorism has risen as a major problem for all major countries. The United States is a nation that is not exempt from terrorism but actually a key target for many terrorist groups. A single individual, a certain group, or even governments may commit terrorist actions. Most terrorists, unlike criminals, claim to be dedicated to higher causes, and do not believe in personal gain. The methods used in terrorism include threats, bombings, the destruction of property, kidnapping, the taking of hostages, executions, and assassinations (Crenshaw 523). There are many reasons why political groups attempt to bring about radical change through terrorism. People are often frustrated with their position in society. They may in some way feel persecuted or oppressed because or their race, religion, or they feel exploited by a government. Any group that uses terrorist actions have very complex and powerful reasons to engage in those activities. In 1957 a radical Muslim by the name of Osama bin Laden was born in Riyadh, Saudi Arabia. He ...

Are Young People More Materialistic In Modern Society Philosophy Essay

Are Young People More Materialistic In Modern Society Philosophy Essay Materialism, in philosophy, a widely held system of thought that explains the nature of the world as entirely dependent on matter, the fundamental and final reality beyond which nothing need be sought. Certain periods in history, usually those associated with scientific advance, are marked by strong materialistic tendencies. The doctrine was formulated as early as the 4th cent. B.C. by Democritus, in whose system of atomism all phenomena are explained by atoms and their motions in space. Other early Greek teaching, such as that of Epicurus and Stoicism, also conceived of reality as material in its nature. The theory was later renewed in the 17th cent. by Pierre Gassendi and Thomas Hobbes, who believed that the sphere of consciousness essentially belongs to the corporeal world, or the senses. The investigations of John Locke were adapted to materialist positions by David Hartley and Joseph Priestley. They were a part of the materialist development of the 18th cent., strongly manifest ed in France, where the most extreme thought was that of Julien de La Mettrie. The culminating expression of materialist thought in this period was the Systà ¨me de la nature (1770), for which Baron d’Holbach is considered chiefly responsible. A reaction against materialism was felt in the later years of the 18th cent., but the middle of the 19th cent. brought a new movement, largely psychological in interpretation. Two of the modern developments of materialism are dialectical materialism and physicalism, a position formulated by some members of the Logical Positivist movement. Closely related to materialism in origin are naturalism and sensualist. Materialism is sometimes allied with the methodological principle of reductionism, according to which the objects or phenomena individuated at one level of description, if they are genuine, must be explicable in terms of the objects or phenomena at some other level of description — typically, a more general level than the r educed one. Non-reductive materialism explicitly rejects this notion, however, taking the material constitution of all particulars to be consistent with the existence of real objects, properties, or phenomena not explicable in the terms canonically used for the basic material constituents. Jerry Fodor influentially argues this view, according to which empirical laws and explanations in â€Å"special sciences† like psychology or geology are invisible from the perspective of, say, basic physics. A vigorous literature has grown up around the relation between these views. â€Å"Materialism† has also frequently been understood to designate an entire scientific, â€Å"rationalistic† world view, particularly by religious thinkers opposed to it and also by Marxists. It typically contrasts with dualism, phenomenalism, idealism, and vitalism. For Marxism, materialism is central to the â€Å"materialist conception of history†, which centers on the empirical world of actual human activity (practice, including labor) and institutions created, reproduced, or destroyed by that activity. In today’s society, materialism takes part in every person’s life, no matter what social class they are. The idea of being materialistic can be considered immoral, but there is a fine line between morality and personal interests. It is safe to say that everybody is materialistic to a certain extent, whether it be from buying the same brand of jeans because they fit nice, to purchasing a wide variety of hot rods. It is obvious that the latter of the two is the one which can be considered to cross the line. Buying some nice clothes here and there is normal for people and everybody does it once in a while. While on the other hand, buying 5 or 6 sports cars can be considered somewhat pretentious.

Integration of Motivational Interviewing and Cognitive Behavioural Essay

Integration of Motivational Interviewing and Cognitive Behavioural Therapy for the treatment of Depression - Essay Example During her late twenties, Kate was easily fatigued even when she was resting. She experienced fatigue even when she had slept for more hours than she was used to there before. At twenty-nine, she could barely do anything as she had decreased body energy. This made her skip even the basic chores at her home and threatening her career. Her parent having noticed the problem she was undergoing decided to take to the hospital where she was hospitalized for a severe case of depression. She was treated extensively with pharmacotherapy and psychotherapy for over few years (NYU Langone, n.d.). At the age of 35, Kate expressed persistent attitude signs and a serious cognitive dysfunction. For the next three years, Kate underwent several medication from MRI testing, EEG, sleep studies and several neuropsychological testing. All of the medication that Kate underwent were not successful until she was thirty-eight years old. She diagnosed with a neurological disease known as Lyme disease at 38 years. However, after diagnose she was treated by antibiotics and other over-the-counter drugs supplements. This did not help her even after being treated with transcranial magnetic stimulation and hyperbaric oxygen. Having undergone through medication for over ten years without signs and indication of improvement, she quit medication and all another psychotherapy. She resulted to neuropsychiatric remedies and sought help from Scott Hirsch, a professor of psychiatry and neurology at Langone Medical Center (NYU Langone, n.d.). The patient was so anxious and hopeless because her problem had persisted to her old age and affected all her dreams in life. Though she demonstrated a high level of intelligence, she had slowed response to actions. Doctors conducted segmental neurological diagnoses, but there were no signs of dyskinesia, myoclonus and tics (NYU Langone, n.d.). The patient though exhibiting cognitive symptoms no neuropsychological clinical analysis indicated that

Although we need regulation on internet for many reasons, the U.S Essay

Although we need regulation on internet for many reasons, the U.S government should not regulate internet because it could endanger e-business - Essay Example Internet was invented to facilitate the information collection system and communication of the USA military force. However, with the increased use of computer over time and sharp fall in computer prices, Internet made its entry into the households in the 80s and more effectively during 90s. Soon Internet became popular in almost all the developed countries and made its way into the developing countries as well. The 90s witnessed a sharp decrease in computer prices owing to the continuous research and development in the field of Information Technology and efficient, smaller and cheaper computers had been invented during this period. At the same time Internet became more and more available due to spread of optical fiber at a mass level and its price fell due to the emergence of competing organizations in the field of Internet service providers. The situation was perfect for the Internet to spread at the onset of the new millennium and it made an optimum use of that situation to spread even at a much faster rate than before and made a much deeper drive than it had ever made since its inception. The U.S government should not regulate Internet because it could endanger e-business. Firstly, Internet is readily available to anyone and even that at a cheap rate. The ready availability is due to the spread of optical fiber beneath the seawater, which has made possible the continental connectivity and the cheaper price is due to the competitive nature of the Internet service providers’ market. If one service provider asks a little higher price he would surely lose customers, as the customer will get the same service at a cheaper rate. Secondly, Internet is brilliant for getting any information, from weather condition to railway availability. All these can be known by a click of the mouse and comparing to its information providing capability, the

Malunggay and Spinach Essay Example for Free

Malunggay and Spinach Essay I.Chapter I (Introduction) Background of the Study (Rationale) â€Å"He gives us that vast goodness of nature and vegetation is among those. As man propagates for abundance; he deserves to harbor tremendous benefits from it.† The discovery of herbal plants made the possible existence of modern medicine. Modern medicine makes use of these plants in making capsulated herbal medicine or food supplements. It is scientifically proven that numerous of vitamins and minerals are found in herbal plants that can supply the needs of living things, specifically humans. These vitamins and minerals help supply energy within a person’s body, which is needed for everyday activities in order for them to perform well. Herbal plants nowadays are not just made as medicinal purposes but also as food ingredients so that it may add a unique and healthier flavor to foods. Malunggay was once considered a poor man’s vegetable but now it is known as a miracle tree or natures medicine cabinet by scientists and health care workers from around the world because it is loaded with vitamins and minerals that can be an effective remedy against many kinds of ailments such as arthritis, anemia, ovarian cancer, heart complications, kidney problems, asthma and digestive disorders. Each ounce of Malunggay contains seven times the Vitamin C found in oranges, four times the Vitamin A of carrots, three times the iron of spinach, four times as much calcium as milk and three times the potassium of bananas. Spinach is well-known in stabilizing the blood sugar among diabetics, it serves as an anti-oxidant, an anti-cancer agent, it prevents from atherosclerosis or thickening and hardening of arteries and it aids in the formation of the blood substance required for blood clotting. Besides of it being considered as an herb rich in Iron, it is also a rich source of Carbohydrates, Dietary fiber, Fat, Protein, Vitamin A, Beta-carotene, Lutein, Zeaxanthin, Folate, Vitamin C, Vitamin E, Vitamin K and Calcium. The combination of both herbs can surely make a nutritious supplement for all ages. This study aims to presents the result of the beneficial mix of Malunggay and Spinach called as Malunggay and Spinach powder. A power duo, a product of nature, harness within reach and concocted with simplicity. II.Statement of the Problem The study aspired primarily, to search for alternative ways of utilizing the common backyard plants Malunggay and Spinach so that it won’t be placed into waste. Secondarily, make a different and simple preparation of it right in one’s home aside from the usual capsule and tablet forms, which currently dominate in the market. Lastly, to disseminate the information on how to augment a nutritional need within in reach and friendly to the pocket. The study addressed the following specific questions: 1.) What are the procedures in preparing the Malunggay and Spinach powder? 2.) Is there a specific expiration for this product? 3.) Are there different processes of drying each kind of leaves? 4.) How long can the end product be stored? 5.) Is it advisable to dry the Malunggay and Spinach leaves under direct sunlight? 6.) What are the uses of the Malunggay and Spinach powder as an additive? 7.) What specific amounts of Malunggay and Spinach to be prepared to meet our nutritional needs? 8.) What are the nutritional values from the combination of Malunggay and Spinach? 9.) Can this research work possibly be pursued in the future? III.Significance of the Study Health awareness is the prime investment, ingenuity is the investors joining effort and wellness is the net gain. Most people think that adapting a healthy and well-conditioned life is expensive and difficult to achieve. The significance is just how one resourcefully utilizes the cheap, the natural abundance of nature, and the untiring quest to alternatives and remedies. Malunggay and Spinach are kind of vegetables that are rich with vitamins, minerals and amino acids that are needed for optimum health. The purposeful cahoots will serve as a supplement Malunggay, touted as All- around miracle tree or Natures medicine cabinet contains a wide variety of nutrients in high amounts and Spinach, known as Powerhouse of Nutrients fill in essential Potassium, Phosphorus and Niacin that Malunggay does not have. This potent combination in powder form add nutrition to our deficient diet due to modern farming methods, nutrient-deficient soils, high levels of pollution that places more stress, and busy lifestyles that make it hard to prepare healthy balanced diet. It acts as an inexpensive insurance against nutritional deficiencies. This study will promote awareness on the relevance of serving of vegetable meals, soup, bread, dessert, shakes, juices and mixes with Malunggay and Spinach powder. It encourages households to plant Malunggay and Spinach in backyards for personal consumption. Finally, it inspires people to study and search for benefits on vegetables and other agricultural produce. IV.Scope and Limitation of the Study The study focused on the specifications of how to procure the major quality ingredients, the Malunggay and Spinach leaves and conscientiously observed the proper storage and maintanance of suitable room temperature. It took two (2) months and a half to get the final result of the research work using the method of experimentation. As Malunggay was readily cultivated in the backyard on the contrary, Spinach was a hard find. It started from a given tiny seedling from mountainous Busay and was replanted.

Legacies: Romans, Greeks, And Hebrews :: essays research papers

Legacies: Roman, Greeks, and Hebrews   Ã‚  Ã‚  Ã‚  Ã‚  In the ancient days, when culture, as well as civilizations were developing, many things came to be known as options for later cultures. Civilizations had different ways of doing things and therefore each of their cultures differed considerably. The Romans, the Greeks and the Hebrews all presented different legacies to the world.   Ã‚  Ã‚  Ã‚  Ã‚  The Romans actually gave a legacy from their political, and economic systems. From the political system they gave us two forms of working government. There was the republic, which was made up of a senate, two assemblies, and consuls. They also had many forms of a dictatorship. The dictatorship was made of a dictator, who had complete control over the people, because the dictator usually controlled the army. From the Romans economic system, we gained their great knowledge of architecture. The Romans were great builders and put the arch to much use.   Ã‚  Ã‚  Ã‚  Ã‚  The Greeks gave us one of the first forms of democracy, and a well developed navy. Athens, one of the most powerful city-states in Greece had a form of government called a direct-democracy, which is where the citizens directly interact with government affairs. The other legacy of the Greeks was their Navy. The navy was mostly utilized by Athens in their struggle against Sparta. It served as a useful way to fight and transport armies across seas.   Ã‚  Ã‚  Ã‚  Ã‚  The main legacy of the Hebrews was religion. They brought in the idea of monotheism which is still used today in religions such as Christianity and Judaism. The Hebrews governement was very much based on religion and the laws passed to them by God. The Ten Commandments were passed to the Hebrews by God, Legacies: Romans, Greeks, And Hebrews :: essays research papers Legacies: Roman, Greeks, and Hebrews   Ã‚  Ã‚  Ã‚  Ã‚  In the ancient days, when culture, as well as civilizations were developing, many things came to be known as options for later cultures. Civilizations had different ways of doing things and therefore each of their cultures differed considerably. The Romans, the Greeks and the Hebrews all presented different legacies to the world.   Ã‚  Ã‚  Ã‚  Ã‚  The Romans actually gave a legacy from their political, and economic systems. From the political system they gave us two forms of working government. There was the republic, which was made up of a senate, two assemblies, and consuls. They also had many forms of a dictatorship. The dictatorship was made of a dictator, who had complete control over the people, because the dictator usually controlled the army. From the Romans economic system, we gained their great knowledge of architecture. The Romans were great builders and put the arch to much use.   Ã‚  Ã‚  Ã‚  Ã‚  The Greeks gave us one of the first forms of democracy, and a well developed navy. Athens, one of the most powerful city-states in Greece had a form of government called a direct-democracy, which is where the citizens directly interact with government affairs. The other legacy of the Greeks was their Navy. The navy was mostly utilized by Athens in their struggle against Sparta. It served as a useful way to fight and transport armies across seas.   Ã‚  Ã‚  Ã‚  Ã‚  The main legacy of the Hebrews was religion. They brought in the idea of monotheism which is still used today in religions such as Christianity and Judaism. The Hebrews governement was very much based on religion and the laws passed to them by God. The Ten Commandments were passed to the Hebrews by God,

Sample Memo for Company Team Building

Memo that informs: Corporate Team Building in Alberta. You are the coordinator of staff development for Imperial Oil. It has been recently announced that Imperial Oil is moving its headquarters from Toronto to Calgary. The news has been greeted positively by employees, but a few are unhappy while others already working in the Calgary office are unsure how well the amalgamation of the two offices with their different cultures will go.Recognizing the feeling of uncertainty, you decide to hold a series of corporate team-building retreats shortly after the headquarters move to Calgary. The retreat will be led by the Great Canadian Adventure Company. Employees will meet in downtown Calgary at 8:00 a. m. and buses will pick them up and take them to the Sylvan Lake area. There, they will spend the day on team-building like map-reading exercises that will require employee teams to find their way through a wooded area to a â€Å"home base† where lunch will be served.The group will retu rn to downtown to Calgary by 7:00 p. m. Your task. As the coordinator of staff development, write a memo to all employees announcing the retreat. You recognize the fact that there may be some friction between the â€Å"new† people from Toronto and the long-time Calgary employees. Draft: To: All Employees of Imperial Oil From: Coordinator of Staff Development Date: October 22, 2012Subject: Corporate Team building in Alberta This is to inform all employees about the company retreat being held by the Great Canadian Adventure Company. Employees will meet in downtown Calgary at 8:00 a. m.Buses will pick them up and take to the Sylvan Lake area.Group will return downtown Calgary at 7:00 p. m.This retreat is being held to recognized the feeling of uncertainty from the two offices after moving of headquarters to Calgary.

English 3rd Year High School Curriculum Essay

COURSE DESCRIPTION: This course focuses on one’s understanding of the English and American Literature from old to contemporary. It assists one in honing skills and creativity through the different performance tasks- short story writing, drama presentation, poetry slam, and persuasive essay writing as well as enhancing their fundamental language skills as integrated in each lesson to help learners become fully equipped with essential understanding of both language and literature in this level. RATIONALE: This course aims to engage students the opportunity to explore literary texts written in Old English which will provide them with new understanding of the different cultures or history of the author and the place where the literary work was originated. Aside from that, they will be directed to strengthen their previous knowledge of English in both language and literature thus develop and/or enhance skills in creative writing and critical reading through deep analysis and evaluation of these texts. It also provides varied and meaningful learning experiences that are value-oriented. REQUIREMENTS: A. ENTRY The third year students are assumed to have learned some lessons and rules in grammar and all the other things covered in the English 1 and 2 including the literatures of the Philippines and that of other Asian countries and Africa, their genres, elements and features. Thus, they are expected to enhance their knowledge on these things through consistent attention and active participation during class hours, and develop the skills that are yet to be discovered. They are also expected to come up with generative ideas through interpreting English and American short stories, drama, poems and essays and through participating in performance task s or culminating activities prepared per unit. The students in this level should submit their assignments and projects on time (written outputs or creative artworks), interact with literary texts and their characters and perform the required tasks with eagerness which would in time help them understand their own culture, appreciate and experience God’s greatness. B. EXIT: At the end of the school year, the students are expected to show confidence on their knowledge and understanding of the literary pieces with emphasis on Anglo-American literature, show their love of reading and writing in a creative and critical manner, and apply these things, most especially the core values highlighted in most of the lessons, at present and in the near future. Lastly, they are likely to show expertise not just in communicating but also in composition writing using well-constructed sentences and paragraphs and all the more, in creating stories, poems and even song lyrics considering appropriate mechanics. GENERAL OBJECTIVES: The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. FIRST GRADING (NARRATIVE)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 12meetings| 1. Discuss the distinct elements of American and British short story. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story create a meaningful short story. 4. Make meaning out of the language features of a narrative. 5. Use appropriate coordinators, prepositions and subordinators to highlight feelings, thoughts, actions and observations. 6. Write an essay analyzing the important elements and literary devices used in a short story. 7. Make connection within and among American-British short stories to real life experiences. 8. Discuss and interpret British-American narratives highlighting their culture, beliefs and societies. | Elements and Literary Devices Used in a Short StoryThe Last Leaf by O. HenryThe Pardoner’s Tale by Geoffrey ChaucerLanguage Focus:CoordinatorsPrepositions| Essay writing on analys is of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story based on its themeOrganizing short story elements using story mapsReporting of the different short story elements using the story readConstructing sentences using appropriate coordinators, subordinators and prepositions | ConnectedValues:John 15:13 Self-sacrifice (â€Å"The Last Leaf† where self-sacrifice is shown when the old man died after he painted his masterpiece despite the cold weather which in turn gave hope to a dying friend.)ConnectedValues:1 Timothy 6:10(â€Å"Pardoner’s Tale† -Money planted greed in their hearts thus, led them to their fate, death.) ConnectedSocial Studies:Highlighting the beliefs and culture of England and America through their narratives| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesStory mapping (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading sessionGroup Activities| Essay WritingStory MappingQuizzes (Elements and Literary Devices Used in Short Stories; Coordinators, and Prepositions| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 7 days| 1. Analyze the distinct qualities of the 20t h century British-American short stories. 2. Explain why and how the themes in narratives are still prevalent in the literature of all cultures and important to people of today. 3. Express emotional reaction to what was presented in the short story read. 4. Read, comprehend, discuss and interpret British- American short stories highlighting their culture, beliefs and societies. 5. Write expressively using original ideas, reflections and observations. 6. Clarify meaning to reflect understanding, interpretation, application and evaluation of content, processes and experiences. 7. Analyze the correct forms and functions of relative pronouns and relative clauses. 8. Write an extended dialogue or additional action for a short story.| Culture and Values of the 20th Century American- British Short StoriesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. HenryLanguage Focus:Relative Pronouns and ClausesSubordinators Other stories:The TroutQualityLocomotiveThe Hack Dri ver| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| ConnectedValues:Students are encouraged to count their blessings and share what they have. ConnectedBible:James 1:9(â€Å"The Doll’s House†- The story shows social discrimination. But through this verse, students will learn and be reminded of treating people equally whether they are of the higher or lower class.) ConnectedBible:Acts 20:35In all things I have shown you that by working hard in this way we must help the weak and remember the words of the Lord Jesus, how he himself said, ‘It is more blessed to give than to receive.’† (Students will learn the importance of giving, thus, when they give, it should be heartily.)| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessionsResearch on the background of the short storiesExercises on relative pronouns/clausesExchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComposition WritingJournals/ ReflectionsVenn Diagramming to show comparisons and contrasts of the characteristics of short stories of the old and the 20th century short stories| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Write a short story with a well-developed organizational structure, sequence of events and details. 2. Trace changes in a character and describe how these affect the plot. 3. Make meaning of the main incidents of a plot, their causes, how they influence future actions and how they are resolved. 4. Make meaning of the literary devices and techniques to be employed in one’s short story. 5. Use technology in the preparation and writing of a short story. 6. Use appropriate tenses of verbs in highlighting actions and observations. 7. Use correct tenses effectively in a short story. 8. Use a variety of cohesive devices to make the flow of thought smooth and effortless in a short story. 9. Analyze, critique and construct meaning of a short story. 10. Evaluate own and others’ short story. | WRITING A SHORT STORY USING THE NARRATIVE ELEMENTS AND DEVICESLanguage Focus:Simple Past vs. Past Perfect tensePresent Perfect tense Future Perfect TenseDirect DiscourseThe Cask of Amonti llado by Edgar Allan Poe| Short Story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting and critiquing a short story in accordance with the thoughts and message of the author Constructing sentences with the correct use of tensesAssessing own and others’ work using set of rubrics| ConnectedBible:Romans 12:19(The cask of Amontillado includes a character who plans to take revenge on another character and eventually put him to death. This verse will help and encourage students to know that the vengeance is the Lord’s only.)ConnectedComputer:The use of technology in the preparation and writing of a short story| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story read| Writing a Short StoryShort Story Presentation (P roject)Quiz on the Perfect Tenses and Direct Discourse| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| SECOND GRADING (DRAMA)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Explain the different features, elements and historical development of British-American drama. 2. Examine the features, elements of and historical development of British-American drama. 3. Express feelings and traits about a play through varied activities. 4. Exhibit competencies in doing technical research writing. 5. Compare and contrast features and elements of British and American dramas. 6. Identify and assess the elements, features and historical development of British-American drama using appropriate modals. 7. Infer character traits through a film showing. 8. Relate drama themes to real life experiences. 9. Reflect on the moods and tones of the character| ELEMENTS, FEATURES, AND HISTORICAL DEVELOPMENT OF BRITISH AND AMERICAN DRAMASSteps in Technical Research WritingLanguage Focus:ModalsRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned dramaComparing and Contrasting features and elements of dramaInferring character traits| ConnectedHistory:Highlighting the origin/ the historical development of British and American DramasConnectedBible:1 Corinthians 13(The story contains a theme about love which ended tragically. On the other hand, students will be reminded of the real meaning of love through this verse. Thus, prevent them from doing the wrong things for love. ConnectedTechnology:The use of internet as a source for the research report and for printing it out in an MS Word format| Discussion on the steps of mak ing a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| A Research Report on a Drama chosenQuizzes (Modals, Types of Discourse) Role PlayCompare and Contrast features and elements of drama| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Make meaning of the dialogues used in the British-American drama. 2. Describe dialogues and other distinctive features of British- American drama. 3. Demonstrate a clear distinction among dominant themes and story lines in British-American drama 4. Make a clear and interesting explanation about British and American people and their literary heritage. 5. Exhibit knowledge in performing an aside. 6. Assess own performance of an aside. 7. Examine the feelings conveyed by the dialogue 8. Empathize with the roles performed in the play. 9. Recognize the value of dialogue and other distinctive features of the British-American drama. | DIALOGUE AND OTHER DISTINCTIVE FEATURES OF BRITISH- AMERICAN DRAMAThe Nature of DialoguesStyle used by Playwrights in Writing DialoguesOther Distinctive Features of British-American DramaHamlet by William ShakespeareLanguage Focus:Words and Phrasal Modifiers| Writing DialoguesMaking-meaning of the dialogues as used in British-American DramaAssessing own and others’ performance| ConnectedValues:Students will learn the value of forgiveness after they read the story â€Å"Hamlet†; They will also learn the value of one’s life.| Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| Oral RecitationsQuiz on Phrasal ModifiersOutput: ASIDE PerformancePeer Evaluation on the ASIDE performed| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 6 days| 1. Explain how characterization, plot structure, and lines are enhanced by dramatic conventions. 2. Describe how various dramatic conventions such as masks, chants, indigenous music, and authentic materials enliven the performance of a dramatic monologue. 3. Critic drama conventions and stage directions drills. 4. Translate drama themes and character description to conventions and delivery of lines. 5. Use subordinators and clause modifiers correctly. 6. Recognize the value of conventions and stage directions in enriching the content of British-American drama.| DRAMATIC CONVENTIONS AND MECHANICS OF STAGE DIRECTIONS OF BRITISH-AMERICAN DRAMAThe Merchant of Venice by William ShakespeareLanguage Focus:SubordinationClause Modifiers| Writing an original scriptWriting sentences using appropriate subordinators and clause modifiersActing/ role-playing | ConnectedArts:Students apply skills and creativity in stage design (e.g. backdrops, lighting, props, costume) | Exercises on Clause Modifier sDiscussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Quiz on Subordinators and Clause modifiersOral RecitationScript writingPeer Evaluation on the ScriptOutput: Critical Analysis of a Stage Play| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 3 days| 1. Perform a drama presentation highlighting its mechanics. 2. Explain relevance of drama and culture. 3. Exhibit one’s skills in acting through role play presentations. 4. Share personal experiences relating to the play’s theme.| THE BRITISH-AMERICAN DRAMAShakespearean Plays| Recognizing errors and flaws through drama rehearsalsSharing personal experiences relating to the theme of the play| ConnectedSocial Studies:The relevance of drama and culture (Describe the culture from which the play was originated.)| Sharing of insights on British and American DramaDrama RehearsalsFinal Drama Presentation| Oral RecitationOutput: Drama Presentation | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. The Holy Bible| THIRD GRADING (POETRY)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Acquire functional knowledge on the elements and features of British-American poetry 2. Identify features and elements of British-American poetry which are regarded as universal 3. Take note of the unique culture, belief and society highlighted in British-American poetry 4. Relate well with the significant human experiences reflected in British-American poems 5. Draw out similarities and differences between British- American and Philippine poetry 6. Use literary devices in writing poems 7. Make use of adjectives and adjective clauses in poetry 8. Exhibit proficient use of adjectives and adjective clauses in writing an analysis of an epic 9. Produce a well-written analysis of an epic| STRUCTURE AND FORM OF ANGLO – SAXON EPICUnique Culture, Belief and Society Highlighted in British-American PoetryDifferences between British-American and Philippine Poetic PiecesLiter ary Devices Used in British-American Lyric PoetryAnalysis of an Epic:The Story of BeowulfLanguage Focus:Adjective and Adjective Clauses| Reporting on the Elements of Poetry, Characteristics of EpicDifferentiating British-American and Philippine Poetic piecesAnalyzing an EpicInterpreting or analyzing an epic through identifying its elementsWriting sentences with appropriate adjectives and adjective clauses| ConnectedHistory:The study of the culture, belief and society which are highlighted in British-American PoetryConnectedValues:Students will be reminded of the qualities of a good leader after reading the story of Beowulf who led his men and saved them from the hands of the enemy| Reporting on the Elements of Poetry, Characteristics of EpicInterpreting or analyzing an epic through identifying its elementsInteractive discussion on Adjectives and Adjective ClausesReading, then sharing of thoughts, lessons and ideas learned from the story’s themeExercises on Adjectives and Adje ctive Clauses| Analysis of an Epic Poem (Output)Quiz on Adjective and Adjective clausesWriting Activity using appropriate adjective clauses| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013) Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Single out dominant themes and features in British-American Poetry 2. Determine the impact of figurative language on evaluating ideas, information and experiences contained in lyric poems. 3. Distinguish Shakespearean from Spenserian sonnet 4. Gather sufficient details on the role of imagery, rhythm, and literary devices in the development of British – American Poetry 5. Relate well with the significant human experiences covered in various lyric poems 6. Recognize language features in Lyric Poetry 7. Use transitional devices highlighting comparison and contrast in writing lyric poems and in the production of the lyric poem analysis 8. Exhibit proficient use of comparison and contrast transitional markers in writing poems 9. Produce a well-written analysis of a lyric poem.| MEANINGFUL PERCEPTIONS IN BRITISH- AMERICAN LYRIC POETRYThemes and FeaturesFigurative LanguageShakespearean and Spenserian SonnetsRole of Imagery, Rhythm, and Literary Devices in British-American PoetryAn alysis of a Lyric Poem: A Song to Celia by Ben JonsonLanguage Focus:Transitional Devices Highlighting Comparison and Contrast| Interpreting Shakespearean and Spenserian SonnetsRecognizing the roles of the elements and features of a lyric poetryComparing and contrasting using transitional devicesAnalyzing a Lyric Poem| ConnectedMusic:Singing out the lyrics of a song while bearing in mind the meaning and content of the songConnectedValues:Through the poems, learners will be able to learn different values and lessons highlighted.| Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Quiz on Figurative Languages/ transitional devicesWriting a Lyric Poem (a song)Output: Analysis of a Lyric Poem | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Expound on the interdependence of the elements and features of British-American poetry 2. Consider the dominant themes and emotional appeal of most British-American poems 3. Deepen and transfer significant human experiences reflected in various English-American poems 4. Enrich poem’s quality through the use of shape words and unique syntax 5. Produce a poem for Poetry slam 6. Follow the correct placement of modifiers to capture the images in poems 7. Conform with and execute well the instructions in performing a poetry slam 8. Record the quality of performance during the presentation of poetry slam| ELEMENTS AND FEATURES OF POETRY/ POETRY SLAMThemes & Varieties of Emotions in British-American PoetryLiterary Devices Considered by British-American PoetsPoetry SlamSample Poems:Little Lamb/ The Tiger by William BlakeLullaby by Louisa May AlcottOne Morning by Paul Kekal Manansala (Filipino)How Do I Love Thee? By Elizabeth Barrett BrowningPoems by Emily DickinsonLanguage Focus:Mi splaced and Dangling Modifiers| Performing a poetry slamCreating a rap rendition of a poemInterpreting a poem through narrowing down its elementsCorrecting misplaced and dangling modifiers in sentencesProducing own poem to be used for the poetry slam| ConnectedMusic:The use of rhythm and beat in delivering a rap/ performing a poetry slamConnectedValues:(Values highlighted in each poem will be discussed and/or identified)| Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Poetry WritingQuiz on Misplaced and Dangling Modifiers Output: Slam PoetryPeer Evaluation on Poetry Slam| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Educatio n)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| FOURTH GRADING (ESSAY)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 5 days| 1. Explain the different forms, structure, language, appeal, functions and standards of advertisements. 2. Examine the different forms, structure, language, appeal, functions and standards of advertisements. 3. Express feelings towards advertisements through varied activities 4. Exhibit competencies in creating a convincing and quality advertisement. 5. Compare and contrast forms and structure of advertisements. 6. Relate advertisements to real life experiences.| BASIC FORMS AND STRUCTURE OF ADVERTISEMENTSForms, Structure, Language, Appeal, Functions and Standards of AdvertisementsLanguage Focus:Logical Fallacies Through S-V Agreement (Indefinite Pronouns as Subjects)Sample: Love is a Fallacy by Max Shulman| Comparing and contrasting forms and structures of advertisementsIdentifying errors through subject-verb agreementCreating a convincing and quality advertisement| Connec tedLogic:Learning about logical fallacies through S-V agreementConnectedBible:â€Å"Love† 1Cor 13:4(Learners will bear in mind the real meaning of love, not the fake one.)| Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Quiz on Subject and Verb AgreementProduce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement made| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days| 1. Explain the distinct form, content, parts, tone and style of an open letter 2. Express feelings and traits about a an open letter through varied activities 3. Exhibit competencies in writing an open letter. 4. Compare and contrast features and elements of an open letter to other forms of essays. 5. Identify and assess connectors for cause-effect /problem-solution relationship 6. Use transitional markers in writing an open letter.| BASIC FORMS AND STYLES OF OPEN LETTERDistinct Form, Content, Parts, Tone and Style of an Open LetterLanguage Focus:Connectors for Cause-Effect/ Problem-Solution RelationshipTransitional markers Samples:Open Letter from Sami Yusuf to Yvonne RidleyOpen Letter to Pope Benedict XVI, etc.| Comparing and Contrasting features and elements of an open letter to other forms of essaysAssessing and/or identifying connectors for cause-effect relationshipWriting an Open LetterProofreading own and peer’s workWriting a reflection based on the results of a survey| ConnectedSocial Studies:Social issues like politics, etc. are being focused in the reading and making of the open letterNestedTechnology/ Internet:The use of a social networking site to gather answers for a short survey question about the importance of making oneself competent| Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionMaking a short survey on the question: â€Å"How important is making yourself competent in persuading others about your thoughts and feelings?† using an account in any social networking siteGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teach ing Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days| 1. Write a persuasive essay. 2. Use parallel and balanced sentence structures in oral and written communication. 3. Explain argument made in persuasive essay. 4. Evaluate critically the facts and reasons to be included in the presentation of a persuasive essay.| THE BASICS OF WRITING A PERSUASIVE ESSAYLanguage Focus:Sentence StructuresDirect and Indirect SpeechSamples Essays:Of Studies by Francis BaconSelf-Reliance by Ralph Waldo Emerson| Writing a Persuasive EssayGiving examples of direct and indirect discourseIdentifying sentence structures correctly| ConnectedValues:The value of studies as highlighted in the essayConnectedBible:â€Å"Trusting Oneself†If God be for us, who can be against us. -Romans 8:31/Trust in the LORD with all your heart and lean not on your own understanding; in all your ways acknowledge him, and he will make your paths straight. Proverbs 4:5(These are just some of the verses which would relate much to the essay â€Å"Self-reliance†. | Discussion on writing a Persuasive Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Quiz on Sentence Structures and Direct and Indirect SpeechWriting a Persuasive EssayOutput: Presentation on Persuasive Essay Peer Evaluation on Persuasive Essay| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Co mposition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| First Grading Period Time Frame| Specific Objectives| Content Topic| Skills | Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use appropriately coordinators and prepositions in writing. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story creates a meaningful short story. 4. Write an essay analyzing the elements of a story and the literary devices employed by the author.| Elements (and Literary Devices used) of Short StoryCoordinatorsPrepositionsThe Pardoner’s Tale by Geoffrey Chaucer| Essay writing on analysis of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story in accordance with the thoughts and message of the author | Bible: Students are encouraged to learn the importance of money in their lives. 1 Timothy 6:10History: Historical background of the author and the story of The Pardoner’s TaleSocial Studies: Highlighting of th e beliefs, culture, and societies on the literature read| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesInnovative Strategy: Story map (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading session| Essay writingQuiz on the Elements and Literary Devices used in Short Stories, Coordinators, and Prepositions| | | 1. Analyze the distinct qualities of the 20th century British-American short stories. 2. Write an extended dialogue or additional action for a short story. 3. Analyze the correct forms and functions of relative pronouns and relative clauses.| The Culture and Values of the 20th British & American Short StoriesRelative Pronouns/ClausesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. Henry| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| Bible: Students are encouraged to share what they have. Technology: The dialogue must be written in MS Word format.History: Facts on Magi will be discussed and the background of the authors.| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessio nsResearch on the background of the short storiesExercises on relative pronouns/clausesInnovative Strategy: Exchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComparing and Contrasting characteristics of the short stories of the old and the 20th century short storiesPeer editing of the dialogue| | | 1. Write a rich, creative, and insightful short story based on personal reflections, observations, and experiences. 2. Write a short story with a well-developed organizational structure, sequence of events and details. 3. Elaborate ideas through the use of sensory details, vivid words, and figurative language to help readers clearly visualize events in the story. 4. Use appropriate tenses in narrating events.| Narrative Elements Used in Writing a Short StoryThe Present Perfect TenseThe Past Perfect TenseThe Future Perfect TenseThe Cask of Amontillado by Edgar Allan Poe| Short story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting a short story in accordance with the thoughts and message of the author | Technology: The short story must be written in MS Word format.Bible: Students are encouraged to know that the vengeance is the Lord’s only. Romans 12:19Arts/Techn ology: They will view images and describe them using figurative language.History: Background of the author Edgar Allan Poe and his work| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story readInnovative Strategy: Dramatic Reporting (aside from discussing perfect tenses, students are to act out examples of perfect tenses for better understanding)| Writing a Short StoryShort Story Presentation (Project)Quiz on the Perfect Tenses| | Second Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Research on the historical background of a certain drama. 2. Create a research report on a certain drama. 3. Use modals correctly in writing sentences.| Elements, Features, and Historical Development of British and American DramasModalsTypes of DiscourseRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned drama| Bible: Students are encouraged to value true love. 1 Corinthians 13History: Background information of William Shakespeare and his works/history of dramaTechnology: The research report must be written in MS Word Format| Discussion on the steps of making a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| Research ReportPeer Evaluation on the Research ReportQuiz on ModalsPresentation of Research Re ports| | | 1. Perform an ASIDE. 2. Analyze the importance of the ASDIE, soliloquy, and monologues on the play.| Dialogue and other Distinctive Features of British-American DramaWord and Phrase ModifiersHamlet by William Shakespeare| | | Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| ASIDE PerformancePeer Evaluation on the ASIDE performed| | | 1. Write a script for the stage. 2. Apply the conventions of stage direction. 3. Analyze the devices and dramatic conventions used in a play.| Dramatic Conventions and Mechanics of Stage Direction of British-American DramaThe Merchant of Venice by William Shakespeare| | | Discussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Script writingPeer Evaluation on the ScriptCritical Analysis of a Stage Play| | | 5. Perform a drama presentation. 6. Explain relevance of drama and culture.| The British-American Drama| | | Sharing of insights on British and American DramaRehearsal for Drama| Drama Presentation (Project)| | Third Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/ Techniques| Evaluation| References| | 1. Write an analysis for an epic poem. 2. Explain the characteristics of an epic poem. 3. Write a narrative or epic poem using the learned features and elements. 4. Use appropriate adjectives and adjective clauses in writing a poem or in oral and written communication.| Structure and Form of an Anglo-Saxon EpicAdjectivesThe Story of Beowulf| | | Reporting on the Elements of Poetry, Characteristics of EpicDiscussion on the Elements of Poetry, Characteristics of Epic, and Adjectives and Adjective ClausesReading SessionSharing of thoughts and lessons learned from The Story of BeowulfExercises on Adjectives and Adjective Clauses| Analysis of an Epic Poem (Project)Writing a Narrative or Epic PoemQuiz on Adjectives and Adjective Clauses| | | 1. Write an analysis for a lyric poem. 2. Write a lyric poem. 3. Use transitional devices in writing a lyric poem or in oral and written communication.| Literary Devices Used in a Lyric PoemTransitional devicesA Song to Celia by Ben Jonson | | | Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Analysis of a Lyric Poem (Project)Writing a Lyric Poem| | | 1. Perform slam poetry in a group. 2. Use and place correctly modifiers in writing a poem or in oral and written communication. 3. Write an original poem.| Elements and other Features of PoetryMisplaced and Dangling ModifiersRichard Cory by Edward Arlington RobinsonThe Lamb/The Tyger by William BlakeHow Do I Love Thee? by Elizabeth Barrett BrowningO Captain! My Captain! by Walt WhitmanPoems of Emily DickinsonStopping by Woods on a Snowy Evening by Robert Frost| | | Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Slam Poetry (Project) Poetry WritingPeer Evaluation on Poetry SlamQuiz on Misplaced and Dangling Modifiers| | Fourth Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use subject and verb agreement appropriately in oral and written communication. 2. Create an advertisement. 3. Explain one’s value and purpose of the advertisement made.| Form, Structure, and Functions of a Quality AdvertisementAgreement between Subject and VerbOf Studies by Francis Bacon| | | Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Produce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement madeQuiz on Subject and Verb Agreement| | | 1. Write an open letter. 2. Use appropriate transitional markers in writing an open letter or in oral and written communication to deliver the correct message to the audience. 3. Evaluate evidences and reasons critically to prepare a fair open letter.| Form, Style, and Parts of an Open LetterTransition markersSelf-Reliance by Ralph Waldo Emerson| | | Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| | | 5. Write a persuasive essay. 6. Use parallel and balanced sentence structures in oral and written communication. 7. Explain argument made in persuasive essay. 8. Evaluate critically the facts and reasons to be included in the presentation of a persuasive essay.| The Basics of Writing a Persuasive EssaySentence StructuresDirect and Indirect Speech| | | Discussion on writing a Persuasiv e Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Writing a Persuasive EssayQuiz on Sentence Structures and Direct and Indirect SpeechPresentation on Persuasive Essay (Project)Peer Evaluation on Persuasive Essay| |

Essay Sample on Nibiru Planet Is It a Myth

Essay Sample on Nibiru Planet Is It a Myth Free sample essay on Nibiru Planet: A lot has been said about the Nibiru Planet and its association with end of the world myths. Since there are so many theories going around about what this Nibiru planet is, many people have been misled to believe that it is the humongous planet that will one day bring life on earth to a disastrous end. So what exactly is the Nibiru Planet? Nibiru is a word that was derived from Zecharia Sitchin’s ancient astronaut works. Doomsday believers believe that the world will end when a planet-size object from space will crash and destroy the earth. This idea was first propagated by Nancy Lieder, a self professed alien contactee. She said that she had been sent to warn humans of the impeding destruction by a gigantic Planet X, which many of her followers said was Nibiru. However there is no evidence that such a planet will come crashing on earths surface, or even that it exists. The idea that a planet sized extraterrestrial object will crash onto earth is one thing that has not been proven scientifically. When Nibiru theorists say that the planet is very close to the earth, it cannot be true since all planets that are close to earth are normally visible through the naked eye, or by use of a telescope. To counter this, the believers of Nibiru collision say that the planet has been hiding behind the sun waiting to fall on earth. However, this cannot be true because it would be difficult not to see the planet when the earth is orbiting around the sun. It is clear then that the Nibiru planet collision is just a myth that does not exist.

Immigrant Law of Labour Market Essay Example | Topics and Well Written Essays - 1250 words

Immigrant Law of Labour Market - Essay Example On the contrary, skilled immigrants pose a considerable threat to the labour market, which ends up in several disadvantages for the host country. Skilled immigrants who can substitute the existing workers in the host country are disadvantageous because they will intensify competition in the labour market and resultantly lessen wages (Lucchino, Rosazza-Bondibene, and Portes). The effects of the decrease of wages will significantly be prejudiced by the level of skill of the immigrants. Although there may be an increase in productivity, an influx of skilful immigrants means that wages will decrease, while less skilled immigrants would not have a considerable effect on the economy. In consequence, an immigrant law is necessary to identify and delineate immigrant workers and their qualifications. The occupational and industrial structure of the labour market may transform owing to the change in the mix of goods and services manufactured in the economy. Labour demand suffers in either way, based on the abilities of the immigrants. Immigrants who are less skilled may force the labour market to adopt strategies that require low-skill labour, while employees that are more skilled will develop a technology-oriented approach in the labour market. Although this may have some rewards, a change in the economy is a risky process that may have negative repercussions on a country. The adoption of different production practices, for instance, labour-intensive or technology intensive determine the way that the labour market will counter economic growth. Although there may be minimal wage differences, it is common for low-waged workers to lose, while high-waged workers stand to gain from immigration (Dustmann, Frattini, and Preston). In essence, this means that the effects on average wages may not be evidently felt, but a section of the labour market that will be largely affected.

Literature Review on Domestic Abuse From 5 different articles from Dissertation

Literature Review on Domestic Abuse From 5 different articles from Columbia College - Dissertation Example It has often been observed to lead towards permanent physical damages as well as disability of the victims. Children are also classified to be affected due to domestic violence acts which certainly influence their growth as well as social development in a healthy and prosperous way. Article 1 Annotated Bibliography Reference Citation Certain, H. E., Mueller, M., Jagodzinski, T., & Fleming, M. (2008). Domestic Abuse During the Previous Year in a Sample of Postpartum Women. JOGNN 37(1), pp. 35-41. What is the article about? The article relates to domestic abuse of postpartum women. Information about sample and population The sample size considered for the research in this article concentrated on one 1,519 women who were visiting for a postpartum appointment in clinics located in rural, urban as well as suburban locations. Stating precisely, women who were18 years of age and older, being seen for a postpartum visit at 35 obstetric and gynecologic clinics located in 15 Wisconsin counties of United States, were the participants of this study. . Article summary The article is related to the domestic abuse witnessed by postpartum women. The women who visited the clinic were examined through a routine screen to find out whether they have faced any emotional or physical abuse. Why was the research performed? The research was performed to identify the frequency of women being victimized to domestic abuse or violence within the research area. The study also intended to reveal the consequences led by the outcomes of domestic abuse like mental illness, physical damages as well as disability. Findings Following a cross-sectional survey, the study reveals that 112 women were suffering of domestic abuse which provided an alarming ratio of 1 in every 14 women as the victim. It was further revealed that domestic abuse results in poorer health as well as depression amid women. Strengths The article helps in understanding the consequences as well as identifies the elements linked up with domestic abuse. Weaknesses The findings of the article were observed to lack in terms of consistency as well as there was no typical profile of abused women during pregnancy. Implications for Practice The implications of the findings obtained in the study suggest that policies need to be formulated for better identification of domestic abuse. Literature Review According to Certain, Mueller, Jagodzinski and Fleming (2008), 112 women were reported to be a victim of abuse out of the total respondents, i.e. 1,519 women who required postpartum treatments. The study also revealed that abuse of women can result to chronic poor physical health issues, chronic mental illness as well as preterm labor along with low birth weight infants. The clinics providing prenatal as well as postpartum care are thus required to be aware as well as take special care of victims suffering from domestic violence. Postpartum depression has been considered with great significant in this article. The find ings of this study further suggest that depressions as well as mental stresses are also associated with domestic abuse, which further increases the severity of such conducts. The interconnection among domestic abuse as well as postpartum depression is less recognized. However, in few studies which were conducted found out the relation among the postpartum depression as well as domestic abuse. Hispanic ethnicity was considered to be associated with domestic abuse in this study. For instance, the study reveal